MOOCs in de praktijk: bron van inspiratie en innovatie
Marja Verstelle Programmamanager ICTO Universiteit Leiden en Programmamanager MOOCs en Online leren, Centre for Innovation The Hague Edwin Bakker Hoogleraar Terrorisme en contraterrorisme Directeur Centre for Terrorism and Counterterrorism, Faculteit Campus Den Haag
Agenda 1.
Video en discussie
2.
Overview MOOCs en online leren in Leiden
3.
Overview MOOC Terrorism and Counterterrorism
4.
Vragen en discussie
3
MOOCS zijn een aanjager van een veel grotere, systemische, innovatie van academisch onderwijs. Onze vragen zijn: Hoe kunnen MOOC ontwikkelingen het campusonderwijs versterken? Hoe kunnen we nog betere MOOCs ontwikkelen en daarbij samenwerken met wie? Hoe kunnen we met MOOCs bijdragen aan het oplossen van de vraagstukken van deze tijd? Attribution: Jean-Marc Astesana Fathzer
Georganiseerde online learning innovatie Strategie en Beleid Visie en verdienmodellen Strategisch partnerships
Online Learning Lab @ C4I MOOC productieproces Online leren innovatieprojecten
Onderwijs spin-offs met faculteiten MOOC as a BOOK, On-campus ervaring van studenten, Onderzoek doen met een MOOC, online community management e.a.
Onderzoek Transdisciplinair onderzoek: evidence based en data gedreven aanpak i.s.m. LDE en internationale partners
Pilot: MOOC as a book
Attribution: Samuel John SamuelJohn.de Member since 2010
Spreiding deelnemers SPOC Sharia in the West For those who have heard rumors about the wonders of Canada's multi-cultural project in its vast inhabited lands, I invite you to watch a episode of a TV series commissioned by CBC, the public media network. http://www.cbc.ca/littlemosque/
I'm currently working in New York as a Research Assistant at the UN Office of the Women's International League for Peace and Freedom. I'm extremely passionate about human rights protection and as such, have stumbled upon Sharia law many times as it is often deemed to conflict with women's rights (and others).
Greetings from a rather snowy Oslo. My academic background is in management and social sciences. […]I look forward to learning from the instructor and my fellow course participants. Hopefully, it will be a rich learning experience.
Onderzoek via MOOCs en SPOCs Eerste paper op basis van onderzoek via MOOC: “This paper shows the results of a survey of 569 professionals of a Massive Open Online Course (MOOC) on counterterrorism.”
Research Questionnaire in MOOC
8
Comparing response based on country of respondent
Bijdrage van community management aan succes van MOOC
9
Community Management levert belangrijke bijdrage Online community MOOC features: • Forums (debates/conversations) • Wiki (resources that are crowd sourced) • External: Facebook, Twitter, LinkedIn etc.
Function • Engagement/ loyalty to increase student participation • understanding of the material through assistance (pedagogy) • Support helpdesk(communication, reducing workload of the instructor)
Challenges & Methods We use moderation through specially trained community moderators (CTA’s): • • • • • • •
Trolls & haters: preventing their negativity Lurkers & testers: persuading them to become active Positive encouragement & increasing engagement Community guidelines to set academic expectations Technical tools like forumban/moderation queue Filter for the instructor TA’s : guidance on content
Results • Engaged forum participants have a 5x higher graduation rate compared to the rest of class. • More participation in the forums (from 4,9% of active students at Intro EU law to 12% at Terrorism & Counterterrorism) • Significantly lower amount of incidents compared to other MOOCs, even on highly emotive subjects as Terrorism
Interessante fenomenen op online forum Bias van US deelnemers Interne focus en gepercipieerd patriotisme irriteert Europese en Arabische studenten
Sensitiviteit voor hierarchie (hoe docent en staf aan te spreken, of autoriteiten uit het veld die deelnemen aan discussie)
Uitbarstingen van lokale conflicten, propaganda (Kashmir, Balkan)
Islamofobisch gedrag van westerse conservatieven
Oordeel van Engelse native speakers over het gebruik van Engels in peer reviewed opdrachten ondanks instructies
Gender issues (vrouwen worden lastig gevallen en geintimideerd, krijgen minder ruimte)
Academische standaarden zoals voorkomen van plagiaat en & gebruik van rhetorica zijn niet universeel
Course team Lead Lecturer Assistant Supported by Programme management, QA and Innovation MOOC Coordination
Community Management, recruitment social media and technical expertise (2nd line) Legal team Copyrights Publisher
Production team Creative, Film, Edit, technical
Evaluation and reporting ICTO
Pedagogical
Research group CROHO
150+ Countries From age 16 to 86 Diverse backgrounds Diverse goals
Terrorism and Counterterrorism: comparing theory and practice Enrollments
Certificates Nomal / with distinction
Signature Track
1th run: 27000+ 17000+ 2nd run: Watchlist: 9000+
1877 / 411 1422 / 352
410 (69 fin aid)
Agenda 1.
Video en discussie
2.
Overview MOOCs en online leren in Leiden
3.
Overview MOOC Terrorism and Counterterrorism
4.
Vragen en discussie
